Effective Discharge Teaching for Nurses

1734 Words Jul 12th, 2018 7 Pages
One must understand that patients who are prescribed warfarin are at a high risk of bleeding. According to Sanderson et al. (2009) “many patients were unable to link known risk factors as contributing” to DVT to their therapist (p. 25). Although patients are admitted for major lower extremity surgeries, some of these patients also have chronic diseases, such as cerebral vascular accident (CVA), coronary artery disease, diabetes, cardiac, renal disease, and obesity and might take a complex medication regimen. Therefore, these patients require a major understanding of detailed discharge education of medication regimen, side effects, and interactions to prevent them from suffering complications. Furthermore, Campbell and Selton (2010) …show more content…
The study further explains that nurses must assess patients understanding of diagnosis, medications regimens, physical limitations, and patients’ acknowledging their outside resources including community and social supports (Nosbusch, Weiss, and Bobay, 2011, p. 768). Although it is important to make sure that patients understand their discharge plan, nurses must understand that one of the reasons for readmission a short time after discharge is due to poor pre-discharge patients assessment of readiness.
Nursing Practice and Care Acute care nurses encounter and face a significant barrier in exchanging discharge teaching and information to patients. Nurses report that a lack of time is one of the barriers to delivering an effective discharge plan. Nosbusch et al. (2011) claim although discharge teaching should start from the beginning of admission, many staff nurses are struggling to develop an effective discharge teaching because of the “reduced length to hospital stay” (p.769) gives nurses an insufficient time to plan an individualized discharge plan. According Nosbusch et al. (2011) although documenting patient discharge planning must be done on every shift, the study mentioned that many nurses do not consistently document the discharge teaching in medical record because of their busy schedule trying to accomplish their daily routine tasks (p. 768). This study also reports that there is a lack interdisciplinary exchange of information and openness between nurses
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